Mechanisms of reading development in deaf children

Many deaf children struggle to learn to read. This is because text is a visual representation of a spoken language, to which many deaf children have reduced access. I aim to understand the mechanisms underlying the relationships between language skills, phonological skills (understanding the structure of a spoken word), lipreading, and reading ability in deaf children. I will examine the interplay of the relationships between these factors over time, from 3yrs to 7yrs old. I will also examine the relationship between representations of these different language inputs in the brain in deaf children and adults. A better understanding of how and when different language factors impact literacy development in deaf children will mean we are better placed to intervene to improve these skills. Understanding how these broad language skills can contribute to reading development may also inform interventions with hearing children who are struggling to read.